Beginning Elementary Teachers' Development as Teachers of Science

By K. Appleton, Ian Kindt. 2002

208 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, General Agricultural and Biological Sciences

View Paper: https://www.semanticscholar.org/paper/1c072432d8336888e6a2f7fa7ac572630f66b605

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In Developmental and Educational Psychology

In Education

In General Agricultural and Biological Sciences

Citations in the corpus

Science Activities That Work: Perceptions of Primary School Teachers (2002, background): “I had noted similar characteristics in a previous study of beginning teachers, where there was a reluctance to take risks using teaching strategies which might put strains on classroom management ( Appleton & Kindt, 2002 ).”
Preservice Elementary Teachers’ Beliefs About Science Teaching (2008, background): “Appleton and Kindt (2002) found that beginning teachers often choose ‘‘safe’’ teaching methods that they believe are easily managed or ‘‘work well’’ and avoid more interactive labs and hands-on activities (p. 49).”
Beginning teachers moving toward effective elementary science teaching (2009, background): “Furthermore, due to their concerns about management, they may avoid teaching science or engage in only low-risk, non-inquiry-oriented science teaching (Appleton & Kindt, 2002).”
Sources of Self-efficacy in a Science Methods Course for Primary Teacher Education Students (2006, background): “Appleton and Kindt (1999) found that beginning teachers with low confidence avoided hands-on science and used strategies based on reading and writing.”
Understanding the Induction of a Science Teacher: The Interaction of Identity and Context (2013, unknown): “Appleton and Kindt (2002) found that teachers’ identity development was strongly influenced by their experiences as teachers in schools and classrooms.”
Pre-Service Elementary Teachers' Perceptions of Factors in an Holistic Methods Course Influencing their Confidence in Teaching Science (2007, background): “Means of developing science PCK have been to develop a repertoire of activities that work ( Appleton & Kindt, 2002 ), making science content more meaningful by placing it into a pedagogical context (Appleton, 2003; Cahill & Skamp, 2003), and developing authentic science learning experiences (Haefner”
How Do Beginning Primary School Teachers Cope with Science? Toward an Understanding of Science Teaching Practice (2003, methodology): “My work with a number of colleagues (e.g., Appleton & Kindt, 2002 ) suggests that, without the support and impetus provided by mentors, some beginning teachers may adopt a habit of science-avoidance.”
Exploring preservice elementary teachers’ critique and adaptation of science curriculum materials in respect to socioscientific issues (2008, background): “in their school curricula (Spillane et al. 2001) or they may lack resources necessary to support reform-minded science teaching practice ( Appleton and Kindt 2002 ).”
Durability of Changes in Self‐efficacy of Preservice Primary Teachers (2006, background): “On the other hand, those graduates who have higher perceived efficacy for science teaching tend to make better progress as beginning teachers of science (Appleton & Kindt, 2002) and can be expected to utilize high-quality, inquiry techniques (Anderson, Dragsted, Evans, & Sørensen, 2004).”
Preservice Elementary Teachers’ Science Self-Efficacy Beliefs and Science Content Knowledge (2016, background): “Applied to elementary science teaching, researchers have suggested that highly efficacious teachers are more successful (Appleton & Kindt, 2002), more willing to take challenges (RameyGassert, Shroyer, & Staver, 1996), and more committed to teaching science (Riggs & Enochs, 1990).”